Language Acquisition Profile for Preschool ELLs
Language Development Profile for Preschool English Language Learners
This profile may be used to observe and gather information about a child’s language environments and to estimate a child’s language skills in their home language and in English. Having an understanding of the child’s current language skills in their home language and in English over multiple environments will allow for better assessment and instructional planning and support.
Date: ______________
Child’s Name: ____________________________ DOB: ________________
Parents’/Guardians’
Name: _________________________________ Phone: ________________
I. CHILD’S LANGUAGE HISTORY
|1. Child’s age & place of birth: | |
|2. Siblings’ and their ages: | |
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|3. Language(s) of primary caregivers and siblings at home.| |
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|4. At what age was child first exposed to English? How | |
|was child exposed to English (e.g. siblings, grocery store,| |
|TV, radio, preschool, etc.)? In which environment(s) and | |
|for how long? | |
|5. Is the child best described as monolingual (in which | |
|language)? Sequential bilingual (learned L1 before | |
|introduced to L2—usually after age 3)? Simultaneous | |
|bilingual (introduced to L1 & L2 simultaneously and has | |
|received input in both languages since birth or starting | |
|within first year of life)? | |
II. CHILD’S CURRENT LANGUAGE ENVIRONMENTS
|Environment |How much time does the child spend in this |What languages are spoken and by whom? |Describe how the child communicates in this|
| |environment? | |environment? |
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III. HOW CHILD CURRENTLY APPEARS TO UNDERSTAND LANGUAGE (RECEPTIVE)
| |Home Language |English |
|1. Understands single words commonly used in the | | |
|environment? List examples. | | |
| | | |
| | | |
|2. Understands routine word combinations? List | | |
|examples. | | |
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|3. Understands new word combinations? List | | |
|examples. | | |
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|4. Understands simple sentences? List examples. | | |
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|Receptive Language (con.) |Home Language |English |
|5. Does the child follow simple directions? List | | |
|examples. | | |
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| | | |
|6. Is the child’s receptive language comparable to | | |
|that of peers from similar linguistic/cultural | | |
|backgrounds? If not, how is it different? | | |
| | | |
IV. HOW CHILD CURRENTLY USES EXPRESSIVE LANGUAGE
| |Home Language |English |
|1. Uses single words? List examples. | | |
| | | |
| | | |
|2. Uses word combinations? List examples. | | |
| | | |
|3. Uses simple sentences? List examples. | | |
| | | |
|4. Creates new and more complex sentences of 5-7 | | |
|words? List examples. | | |
|5. Is the child’s speech generally understandable? | | |
|6. Is the child’s spoken language comparable to that | | |
|of peers of similar linguistic/cultural backgrounds? | | |
|If not, how does it differ? | | |
Revised, Oct 29, 2008
Ruth Reinl, M.S.E.; Early Childhood Special Education, ESL & Bilingual Education
References
Barrerea, I., & Corso, R. with Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore,MD: Paul Brookes Publishing.
(2007) Assessing children with disabilities who are English learners: Guidance for the DRDP access and the PS DRDP-R for children with IEPs. California Department of Education, Special Education Division.
Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Paul Brookes Publishing.
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